ACTIVE STUDENT RESPONDING: A Comparison of Guided Notes, Choral Responding, and Response Cards in Graduate Classrooms

Files

electronic_copy_5113.pdf

Citation

Wilson Bishop, Ginette, “ACTIVE STUDENT RESPONDING: A Comparison of Guided Notes, Choral Responding, and Response Cards in Graduate Classrooms,” Scholar@Simmons, accessed September 26, 2020, https://beatleyweb.simmons.edu/scholar/items/show/213.

Title

ACTIVE STUDENT RESPONDING: A Comparison of Guided Notes, Choral Responding, and Response Cards in Graduate Classrooms

Creator

Wilson Bishop, Ginette

Date

2013

Description

Previous research has confirmed that student outcomes and opportunities for active engagement are functionally related. The present study compared the effects of guided notes (GN), choral responding (CR), and response cards (RC) on pre-to-post test performance across three graduate level behavior analysis courses. An acceptability measure was introduced to assess both social validity and preference for each of the three methods. Results suggested that implementation of guided notes, choral responding, and response cards resulted in statistically significant pre-to post-differences on quiz performance in two out of three experiments. The results of statistical analyses confirmed that given an equal number of opportunities to respond across all three conditions, choral responding and response cards may offer a slight advantage over the use of guided notes. All three teaching procedures were reported to be socially valid by students. Future research should examine the possible effects of variability in prior coursework, class size, and course format on outcomes. Additionally, the role of preference for one or more teaching method did not impact results in the present study and should be examined. Finally, the need to adapt teaching methods for graduate students with documented disabilities (e.g., processing delays, memory loss, etc.) should be explored so that all students may equally benefit from the use of these strategies.

Keywords: Active student responding, guided notes, choral responding, response cards

Publisher

Simmons College (Boston, Mass.)

Format

1 PDF (71 Pages)

Language

English

Type

Doctoral Disserations